Summary- Charter Schools in New York are making it one of their goals to bring in more city students into their schools. “High-quality” charter schools are often very effective at improving test scores and graduation rates but they often have a much smaller population of special needs children. In general, there is quite a big difference between the special needs population of public and charter schools. According to 2012-2013 data from East Harlem, most elementary and middle public schools have double, even triple the amount of special needs kids in charter schools. At most of these public schools at least 25% of students have an Individualized Education Program (I.E.P) which are required for children who have special needs. Students with I.E.P’s tend to leave New York charter schools at higher rates than their other “average” classmates. In 2008, 27% of these special needs students transferred to public schools by the third grade whereas only 17% of “average” classmates transferred. Some of the students with I.E.P find Charter schools to go to but they are often have “no-excuse culture, a poor fit” and they leave voluntarily. This leads to a rise in the special needs population at the public schools nearby. Charter schools have much to learn from public schools particularly when it comes to education those with special needs.
Reaction and relation to today: After reading this article, I found my views on Charter schools lessening because of how they approach special education. Based off of the information that I retained, it seems as though many Charter schools have a low tolerance and patience for children with special needs as they are more focused on the population of other students and their improving test scores. This issue is quite prevalent in today’s world of education because special needs students are often not high in the school’s priorities and are seen as distracting to others. There are, however some charters that are aiming to improve their special needs programs by having longer school days and a “student-rewards system” to encourage good behavior. Despite this, their special need’s population is still far lower than public schools and this can be a reflection of them and their reputation. Charter schools are more focused on projects, their student’s improvement and test scores whereas public schools are focused on each student success equally.
Summary- This analysis article begins by describing the situation of a 6 year old child with special needs and how she often has “bad days” at school that consist of tantrums, screaming, throwing chairs, etc. She attends “Success Academy” which is a high performing charter school in New York City. The principal brought in the child’s mother and announced that if this behavior continued she would call 911. She felt as though the child was a threat to the safety of others. The mother felt as though her daughter was being treated very unfairly and withdrew her child without hesitation. This case is one of many cases that have occurred at charter schools such as Success. Success Academy has been accused of having great success and accomplishments because they weed out those who are difficult or weak students. The article then discusses the “Got to Go” list that this school apparently made. It consisted of names of the students who administrators wished to leave the school. After being constantly blamed for this abominable act, their spokeswoman, Ann Powell said that their “Got to Go” list was a mistake and that they did not force the children to leave but that it was an attempt to help these students find the right school for them. Success Academy had a meticulous system in which they would reward children for good behavior but they would penalize, take away recess, and suspend children as young as four years old. These strict rules make it very difficult for children with special needs to adjust. As a result, they are often cast or driven from the school in order to improve the charter school’s reputation.
Reaction and relation to today: If what Success Academy was accused of is true, I am repulsed. In this day in age, no child, whether they have a learning disability, a weak learning ability or special needs, should be driven from a school and deprived of a proper education. Charter schools such as Success Academy are focusing solely on their reputation and lack a desire to help those who struggle. From what I have read in this article, it seems to me as though they put their efforts into improving the ability of those who show signs of success and avoid those who struggle. This is not what the mindset of a school should be. Schools need to have a drive, a motivation and passion for helping its students grow, especially those who fall behind or have difficulties learning. This article addresses an unfortunately common and prevalent issue which exists even in our very home state of Rhode Island. So many of these Charter schools need to reevaluate their approach towards students who do not meet the expectations. They must learn how to work with them, understand them and what helps them learn. I feel as though their mindset towards children with special needs is due to their lack of understanding and knowledge about the nature of their behavior and why they act a certain way. Lack of awareness and often carelessness seems to be the root of charter schools like Success Academy’s, conflict.
Summary- This journal focuses on ethical and legal concerns regarding students with disabilities and also questions how those with emotional or behavioral disorders are treated in charter schools. It is set in the law that no disabled student can be denied the freedom of choice or other protections that are assured by the federal disability law. The writer of this journal as well as many others hope that special needs students will not be excluded from opportunities in which they can express their opinion or choice or be punished for doing so. It is often quite difficult to compare both public and charter schools because they are so very different in the tests that they give and no actual results exist that compare the “measurements of educational outcomes.” It is even harder to compare the achievement of students with disabilities. Many advocates for these students worry that charter school teachers may be unprepared to work with them and meet the requirements of the federal disability law. They fear that there is possible discrimination against these students and that these teachers lack experience and teach them in an isolated environment that is segregated from the others. In a survey that included seventeen open-enrollment charter schools in Texas, three-thousand-seven-hundred students were represented. Of these three-thousand-seven-hundred students, two-hundred-eighty had disabilities or learning disorders. However, five of these schools had fewer than five students with special needs. Out of one hundred ninety total teachers within these seventeen schools, only sixteen were certified to teach special education. Six schools reported that they had no certified special needs teachers. And lastly, at least fifty students with disabilities were enrolled in these six schools. In order to follow the rehabilitation act as well as the federal disability law, each of the charter schools must employ a sufficient number of faculty with experience and a proper certification in special needs. There is much that is needed to be done.
Reaction and relation to today- After reading this scholarly journal, I was absolutely flabbergasted at the results from the survey of Texas charter schools. It puzzles me how fifty students with disabilities are enrolled in schools that do not even have special needs certified teachers! There is no way for these students to receive the attention, support and assistance that they need without the help of experienced para professionals. I was shocked to discover that discrimination against these students still exists in our world today, especially from teachers. Each day of their lives, these children face a constant struggle with their disabilities and this unfortunately, among many other things, disrupts their ability to learn. They need to have the curriculum adjusted to fit their ability and needs. It seems to me as though they are not receiving a proper education in not only these surveyed charter schools but in many others as well. This journal truly brought to light the conflict that continues to exist in our world of education. Too many special needs students attending charter schools are not being given what is assured to them by the law and something needs to be done. Our concerns are rightfully informed and the information from this piece raises awareness of charter schools and how they approach students with disabilities.
Summary- A woman’s son was diagnosed with autism as well as a speech and language disability. She is trying to find the right school for him where he would be both embraced and educated. She was unsure whether to put him into a public or charter school, so she decided to explore their options. The number of charter schools in their area (Chicago) is expected to increase three-fold over the next ten years, displaying that they are growing and expanding in the world of education. For many years, people have argued that charter schools are not fulfilling their roles in the area of special education but recently, lawyers have defended them saying that the situation has improved. However, there are still charters out there that raise doubts about this claim. For instance, the director of University of Chicago charters stated that he doesn’t view special needs children any differently than any other students. He sees no reason why they should be held to a “different standard” and believes that everyone has different abilities and strengths. This mindset, especially for someone in his level of power, is worrisome. It is shown, with the support of statistics, that higher achieving charter schools have fewer special education students than low-achieving charter. This shows that many charters are discreetly trying to maintain a low population of special needs students because they may threaten the school’s reputation and achievement. Many charter schools are now claiming that to help improve their approach with special needs students, they need more money. They will use this money to hire more teachers with special education certification and to pay the clinicians that they invite into the school to work with the children. This is a difficult issue because they want money but at the same time, they also want to remain independent. Despite this, it is shown that many charters are trying and making an effort to improve.
Reaction and relation to today- This article explores the situation of another disabled child and their struggle to find a school that suits their needs and aims to help them succeed. I am not surprised to hear that the number of charter schools is growing rapidly. Rhode Island, in fact, is one of the many states that are teaming with new charters. With their unique approach to learning and freedom to be innovative, charters are attracting the attention of many parents and children, particularly special needs children. What lures them in is the idea that their children will be cared for one-on-one with special, focused attention. However, based off of what I have learned in this article, many charter schools lack teachers who are experienced in working with these children and quietly try to turn them away. I found it quite interesting that higher achieving charter schools had a smaller population of special needs children. This tells me that so many of these schools are focused on their reputation rather than trying to help as many children as they can. Aside from these types of charter schools, there are some that are aiming to improve the way they handle these situations. I remain hopeful that there are more good charter schools than bad out there and that they will find a way to meld their unique philosophies with the needs of these students. I believe that the information within this article does in fact inform us about the latest issues as well as improvements that are seen in charter schools and their attempts to work with the special needs population.
Summary-
This article brought to light the controversial question about whether there is a special education gap between traditional school and charter schools. It is required by the law that charter schools must educate all students regardless of whether or not they have a disability. Despite this, there have still be many allegations claiming that charter schools have been encouraging those in need of special education to consider going to school elsewhere. However, in the fall of 2015, critics have claimed that although there is a gap, there is no physical evidence that these schools are driving these students away. There are actually several factors that influence this gap. For instance, the differences in rates of students being classified as having a special needs, the rates at which students are switching schools, or the differences among students in terms of the severity of their disabilities. One of the most significant factors that affects the gap is the difference in rates at which children with special needs and those without apply to a charter school. The study that was just recently conducted also shows that students with disabilities are actually less likely to leave the charter school they attend than they are to leave a traditional elementary school. Other things that could possibly influence the gap is the fact that policymakers are providing charters with "incentives to better recruit students with a language or learning disability in their kindergarten year." While this is occurring, policies that are meant to prevent charter schools from weeding special needs children out are not as effective because they do not take into account the factors that are affecting the gap.
Reaction and relation to today-
I was honestly surprised when I read this article, to discover that special needs children are actually less likely to leave a charter school than a public school. All of the past articles that i have read have focused on the negative aspects of charter schools and how they solely focus on their reputation, but this one seems to go against the current and expose a new found truth. It reveals to the readers that although so many are against the approach that charter schools are taking towards special education, there is no true evidence to support their claims. There are several valid reasons that explain why there is such a gap and many are not aware of this because it was taken from such recent studies. Times have changed, and they will continue to change. Reading this particular article gives me hope that charter schools are improving if not excelling with their special needs programs. Articles such as this really help to notify others that not all charter schools share the same mindset. I never realized that the different enrollment rates of the students could affect something as major as an education gap, but the article truly helped me to take into account other factors and not jump to conclusion.
Overall Reaction to Your Research
What did your research teach you about your original question? How would you sum up what you've learned?
Based off of the research that I have found on the topic of charter schools and special needs children I have learned that many charters are focused on their reputation with test scores and academic achievement. They subtly resist letting special needs students into their school because it disrupts the learning community and can potentially hold others back from reaching success. Unfortunately, in our world today, there are quite a few charter schools who continue to have a poor mindset about the situation. Some believe that special needs students are threatening the safety of others, distracting their peers, and holding the school back from reaching its full potential. Some principals have even created lists with the names of students who they wish to leave the school. Despite this, there are in fact many charter schools that are in the process of improving their approach to the education of special needs children and welcoming students of all back grounds.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
-Charter schools can provide special educations services or form collaborative partnerships with other public charter schools or community organizations.
This research helps tremendously to raise awareness and bring light to this situation. Special needs students are no less of a person than those around them. They deserve, just as any other student, an environment that is willing to work with them and support them. Many individuals and committees have stepped up to the plate and devised several strategies to improve the dilemma that special needs families face. Our schools, including charter and public, must hire more teachers with experience, certification and even dual-certification in special education. The number of these faculty should be proportionate to the population of disabled students in the school. Charter schools can also improve providing special education services or form collaborative partnerships with other public schools, charter schools or community organizations. By providing these children with the help and assistance they need, they will have a better chance of receiving a proper education, experiencing new opportunities, and growing as individuals.
https://www.youtube.com/watch?v=46xd2HEuueQ
Editorial or opinion
Gabor, A. (2014, April 4). Charter School Refugees. Retrieved December 2, 2015, from http://www.nytimes.com/2014/04/05/opinion/charter-school-refugees.html
Summary-
Charter Schools in New York are making it one of their goals to bring in more city students into their schools. “High-quality” charter schools are often very effective at improving test scores and graduation rates but they often have a much smaller population of special needs children. In general, there is quite a big difference between the special needs population of public and charter schools. According to 2012-2013 data from East Harlem, most elementary and middle public schools have double, even triple the amount of special needs kids in charter schools. At most of these public schools at least 25% of students have an Individualized Education Program (I.E.P) which are required for children who have special needs. Students with I.E.P’s tend to leave New York charter schools at higher rates than their other “average” classmates. In 2008, 27% of these special needs students transferred to public schools by the third grade whereas only 17% of “average” classmates transferred. Some of the students with I.E.P find Charter schools to go to but they are often have “no-excuse culture, a poor fit” and they leave voluntarily. This leads to a rise in the special needs population at the public schools nearby. Charter schools have much to learn from public schools particularly when it comes to education those with special needs.
Reaction and relation to today:
After reading this article, I found my views on Charter schools lessening because of how they approach special education. Based off of the information that I retained, it seems as though many Charter schools have a low tolerance and patience for children with special needs as they are more focused on the population of other students and their improving test scores. This issue is quite prevalent in today’s world of education because special needs students are often not high in the school’s priorities and are seen as distracting to others. There are, however some charters that are aiming to improve their special needs programs by having longer school days and a “student-rewards system” to encourage good behavior. Despite this, their special need’s population is still far lower than public schools and this can be a reflection of them and their reputation. Charter schools are more focused on projects, their student’s improvement and test scores whereas public schools are focused on each student success equally.
Analysis article
Taylor, K. (2015, October 29). At a Success Academy Charter School, Singling Out Pupils Who Have ‘Got to Go’. Retrieved December 2, 2015, from http://www.nytimes.com/2015/10/30/nyregion/at-a-success-academy-charter-school-singling-out-pupils-who-have-got-to-go.html
Summary-
This analysis article begins by describing the situation of a 6 year old child with special needs and how she often has “bad days” at school that consist of tantrums, screaming, throwing chairs, etc. She attends “Success Academy” which is a high performing charter school in New York City. The principal brought in the child’s mother and announced that if this behavior continued she would call 911. She felt as though the child was a threat to the safety of others. The mother felt as though her daughter was being treated very unfairly and withdrew her child without hesitation. This case is one of many cases that have occurred at charter schools such as Success. Success Academy has been accused of having great success and accomplishments because they weed out those who are difficult or weak students. The article then discusses the “Got to Go” list that this school apparently made. It consisted of names of the students who administrators wished to leave the school. After being constantly blamed for this abominable act, their spokeswoman, Ann Powell said that their “Got to Go” list was a mistake and that they did not force the children to leave but that it was an attempt to help these students find the right school for them. Success Academy had a meticulous system in which they would reward children for good behavior but they would penalize, take away recess, and suspend children as young as four years old. These strict rules make it very difficult for children with special needs to adjust. As a result, they are often cast or driven from the school in order to improve the charter school’s reputation.
Reaction and relation to today:
If what Success Academy was accused of is true, I am repulsed. In this day in age, no child, whether they have a learning disability, a weak learning ability or special needs, should be driven from a school and deprived of a proper education. Charter schools such as Success Academy are focusing solely on their reputation and lack a desire to help those who struggle. From what I have read in this article, it seems to me as though they put their efforts into improving the ability of those who show signs of success and avoid those who struggle. This is not what the mindset of a school should be. Schools need to have a drive, a motivation and passion for helping its students grow, especially those who fall behind or have difficulties learning. This article addresses an unfortunately common and prevalent issue which exists even in our very home state of Rhode Island. So many of these Charter schools need to reevaluate their approach towards students who do not meet the expectations. They must learn how to work with them, understand them and what helps them learn. I feel as though their mindset towards children with special needs is due to their lack of understanding and knowledge about the nature of their behavior and why they act a certain way. Lack of awareness and often carelessness seems to be the root of charter schools like Success Academy’s, conflict.
Scholarly or professional journal
Bailey, M. (2000, August 1). Charter Schools and Students with Special Needs: How Well Do They Mix? Retrieved December 2, 2015, from https://www.questia.com/library/journal/1G1-79855741/charter-schools-and-students-with-special-needs-how
Summary-
This journal focuses on ethical and legal concerns regarding students with disabilities and also questions how those with emotional or behavioral disorders are treated in charter schools. It is set in the law that no disabled student can be denied the freedom of choice or other protections that are assured by the federal disability law. The writer of this journal as well as many others hope that special needs students will not be excluded from opportunities in which they can express their opinion or choice or be punished for doing so. It is often quite difficult to compare both public and charter schools because they are so very different in the tests that they give and no actual results exist that compare the “measurements of educational outcomes.” It is even harder to compare the achievement of students with disabilities. Many advocates for these students worry that charter school teachers may be unprepared to work with them and meet the requirements of the federal disability law. They fear that there is possible discrimination against these students and that these teachers lack experience and teach them in an isolated environment that is segregated from the others. In a survey that included seventeen open-enrollment charter schools in Texas, three-thousand-seven-hundred students were represented. Of these three-thousand-seven-hundred students, two-hundred-eighty had disabilities or learning disorders. However, five of these schools had fewer than five students with special needs. Out of one hundred ninety total teachers within these seventeen schools, only sixteen were certified to teach special education. Six schools reported that they had no certified special needs teachers. And lastly, at least fifty students with disabilities were enrolled in these six schools. In order to follow the rehabilitation act as well as the federal disability law, each of the charter schools must employ a sufficient number of faculty with experience and a proper certification in special needs. There is much that is needed to be done.
Reaction and relation to today-
After reading this scholarly journal, I was absolutely flabbergasted at the results from the survey of Texas charter schools. It puzzles me how fifty students with disabilities are enrolled in schools that do not even have special needs certified teachers! There is no way for these students to receive the attention, support and assistance that they need without the help of experienced para professionals. I was shocked to discover that discrimination against these students still exists in our world today, especially from teachers. Each day of their lives, these children face a constant struggle with their disabilities and this unfortunately, among many other things, disrupts their ability to learn. They need to have the curriculum adjusted to fit their ability and needs. It seems to me as though they are not receiving a proper education in not only these surveyed charter schools but in many others as well. This journal truly brought to light the conflict that continues to exist in our world of education. Too many special needs students attending charter schools are not being given what is assured to them by the law and something needs to be done. Our concerns are rightfully informed and the information from this piece raises awareness of charter schools and how they approach students with disabilities.
Summary Article from Points of View
Karp, S. (2012, April 1). The Right Choice. Retrieved December 2, 2015, from http://web.a.ebscohost.com/pov/pdfviewer/pdfviewer?sid=0b184e66-083e-439f-98c9-453e3978e08c@sessionmgr4001&vid=7&hid=4114
Summary-
A woman’s son was diagnosed with autism as well as a speech and language disability. She is trying to find the right school for him where he would be both embraced and educated. She was unsure whether to put him into a public or charter school, so she decided to explore their options. The number of charter schools in their area (Chicago) is expected to increase three-fold over the next ten years, displaying that they are growing and expanding in the world of education. For many years, people have argued that charter schools are not fulfilling their roles in the area of special education but recently, lawyers have defended them saying that the situation has improved. However, there are still charters out there that raise doubts about this claim. For instance, the director of University of Chicago charters stated that he doesn’t view special needs children any differently than any other students. He sees no reason why they should be held to a “different standard” and believes that everyone has different abilities and strengths. This mindset, especially for someone in his level of power, is worrisome. It is shown, with the support of statistics, that higher achieving charter schools have fewer special education students than low-achieving charter. This shows that many charters are discreetly trying to maintain a low population of special needs students because they may threaten the school’s reputation and achievement. Many charter schools are now claiming that to help improve their approach with special needs students, they need more money. They will use this money to hire more teachers with special education certification and to pay the clinicians that they invite into the school to work with the children. This is a difficult issue because they want money but at the same time, they also want to remain independent. Despite this, it is shown that many charters are trying and making an effort to improve.
Reaction and relation to today-
This article explores the situation of another disabled child and their struggle to find a school that suits their needs and aims to help them succeed. I am not surprised to hear that the number of charter schools is growing rapidly. Rhode Island, in fact, is one of the many states that are teaming with new charters. With their unique approach to learning and freedom to be innovative, charters are attracting the attention of many parents and children, particularly special needs children. What lures them in is the idea that their children will be cared for one-on-one with special, focused attention. However, based off of what I have learned in this article, many charter schools lack teachers who are experienced in working with these children and quietly try to turn them away. I found it quite interesting that higher achieving charter schools had a smaller population of special needs children. This tells me that so many of these schools are focused on their reputation rather than trying to help as many children as they can. Aside from these types of charter schools, there are some that are aiming to improve the way they handle these situations. I remain hopeful that there are more good charter schools than bad out there and that they will find a way to meld their unique philosophies with the needs of these students. I believe that the information within this article does in fact inform us about the latest issues as well as improvements that are seen in charter schools and their attempts to work with the special needs population.
1 reputable website
Charter Schools Do Not Appear to Discriminate Against Special Education Students - Education Next. (2015, July 20). Retrieved December 2, 2015, from http://educationnext.org/charter-schools-not-appear-discriminate-special-education-students/
Summary-
This article brought to light the controversial question about whether there is a special education gap between traditional school and charter schools. It is required by the law that charter schools must educate all students regardless of whether or not they have a disability. Despite this, there have still be many allegations claiming that charter schools have been encouraging those in need of special education to consider going to school elsewhere. However, in the fall of 2015, critics have claimed that although there is a gap, there is no physical evidence that these schools are driving these students away. There are actually several factors that influence this gap. For instance, the differences in rates of students being classified as having a special needs, the rates at which students are switching schools, or the differences among students in terms of the severity of their disabilities. One of the most significant factors that affects the gap is the difference in rates at which children with special needs and those without apply to a charter school. The study that was just recently conducted also shows that students with disabilities are actually less likely to leave the charter school they attend than they are to leave a traditional elementary school. Other things that could possibly influence the gap is the fact that policymakers are providing charters with "incentives to better recruit students with a language or learning disability in their kindergarten year." While this is occurring, policies that are meant to prevent charter schools from weeding special needs children out are not as effective because they do not take into account the factors that are affecting the gap.
Reaction and relation to today-
I was honestly surprised when I read this article, to discover that special needs children are actually less likely to leave a charter school than a public school. All of the past articles that i have read have focused on the negative aspects of charter schools and how they solely focus on their reputation, but this one seems to go against the current and expose a new found truth. It reveals to the readers that although so many are against the approach that charter schools are taking towards special education, there is no true evidence to support their claims. There are several valid reasons that explain why there is such a gap and many are not aware of this because it was taken from such recent studies. Times have changed, and they will continue to change. Reading this particular article gives me hope that charter schools are improving if not excelling with their special needs programs. Articles such as this really help to notify others that not all charter schools share the same mindset. I never realized that the different enrollment rates of the students could affect something as major as an education gap, but the article truly helped me to take into account other factors and not jump to conclusion.
Overall Reaction to Your Research
What did your research teach you about your original question? How would you sum up what you've learned?Based off of the research that I have found on the topic of charter schools and special needs children I have learned that many charters are focused on their reputation with test scores and academic achievement. They subtly resist letting special needs students into their school because it disrupts the learning community and can potentially hold others back from reaching success. Unfortunately, in our world today, there are quite a few charter schools who continue to have a poor mindset about the situation. Some believe that special needs students are threatening the safety of others, distracting their peers, and holding the school back from reaching its full potential. Some principals have even created lists with the names of students who they wish to leave the school. Despite this, there are in fact many charter schools that are in the process of improving their approach to the education of special needs children and welcoming students of all back grounds.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
-Charter schools can provide special educations services or form collaborative partnerships with other public charter schools or community organizations.This research helps tremendously to raise awareness and bring light to this situation. Special needs students are no less of a person than those around them. They deserve, just as any other student, an environment that is willing to work with them and support them. Many individuals and committees have stepped up to the plate and devised several strategies to improve the dilemma that special needs families face. Our schools, including charter and public, must hire more teachers with experience, certification and even dual-certification in special education. The number of these faculty should be proportionate to the population of disabled students in the school. Charter schools can also improve providing special education services or form collaborative partnerships with other public schools, charter schools or community organizations. By providing these children with the help and assistance they need, they will have a better chance of receiving a proper education, experiencing new opportunities, and growing as individuals.